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Madera SouthHigh School2012-2013 School Accountability Report CardSandon l Address:755 West PecanAvenue Madera, CA93637(559) 675-4450Madera UnifiedSchool DistrictEdward District Address:1902 Howard RoadMadera, CA 936375123(559) 675-4500CDS: 20-652430110965Mission StatementMadera South High School Vision Statement: Madera South High School is a community of learners wherestudents are driven by their aspirations, not bound by their circumstances.Madera South High School Mission Statement: Madera South High School creates communities ofempowered learners, inspired and challenged to achieve academic, social, and career goals in anatmosphere of mutual respect and trust.Principal’s MessageMadera South High School (MSHS) opened in the fall of 2006 with ninth and tenth grade students. Proudly,we graduated our first senior class at the conclusion of the 2008-09 school year. MSHS represents thesecond fully independent comprehensive high school in the community of Madera. It features four careeroriented “schools within a school.” These schools—Humanities, Health Science, Business/Human Services,and Agriculture, Science & Engineering—provide students with career pathway choices and opportunities toexplore personal interests.MSHS is building strong traditions of honor, perseverance, and excellence. The community works togetherto create a positive learning environment and to develop relationships that make a difference in peoples’lives. We are a family of collaborative learners who work hard to make student aspirations come true. AtMadera South, we believe in supporting students academically, emotionally, and behaviorally.Madera South High School received a full six year accreditation from the Western Association of Schoolsand Colleges at the conclusion of the 2009-10 school year. A validation visit in the Spring of 2013 resulted ina reaffirmation of our accreditation through 2016.Madera South High School will continue to uphold our mantra of building students with C.L.A.S.S. (Character,Leadership, Academics, Sportsmanship, and Service).School ProfileMadera South High is one of two comprehensive high schools in Madera Unified School District. During2012-13, approximately 2, 700 9th-12th grade students were enrolled at the school, with classes arrangedon a traditional schedule/year-round calendar.Enrollment by Student Group2012-13PercentageAfrican American2.6%American Indian0.5%Asian1.1%Filipino0.3%Hispanic or Latino87.4%Pacific Islander0.1%White7.3%Two or Morewww.madera.k12.ca.usMadera South High-None Reported0.7%English Learners46.0%Socioeconomically Disadvantaged88.7%Students with Disabilities9.7%1Published: December 2013
Discipline & Climate for LearningCounseling & Support Staff (School Year2012-13)Students at Madera South High are guided by specific rules and classroomexpectations that promote respect, cooperation, courtesy and acceptanceof others. The goal of Madera South High discipline program is to assiststudents in becoming productive young adults. Parents and students areinformed of school rules and discipline policies through the Parent/Studentand district handbooks which are sent home at the beginning of the schoolyear.In addition to academics, the staff strives to assist students in their socialand personal development. Staff members are trained to recognize at-riskbehavior in all students. The school values the importance of on-sitecounseling and has procedures in place to insure that students receive theservices they need. Staff members are devoted to helping students dealwith problems and assisting them to reach positive goals. The counselorto-pupil ratio is 1:443. The chart displays a list of support services that areoffered to students.Students are encouraged to participate in the school’s additional academicand extracurricular activities, which are an integral part of the educationalprogram. These schoolwide and classroom incentives promote positiveattitudes, encourage achievement, and aid in the prevention of behavioralproblems. The school’s interscholastic athletic programs promote individualand team-oriented achievement and self-esteem through school-sponsoredteams that compete with other schools in the area.Counseling & Support Services StaffThe School recognizes and celebrates the achievements and successesof students and staff on a regular basis. Students are recognized for theirachievements during awards assemblies as well as career school and inclass recognition programs.The suspensions and expulsions table illustrates total cases for the lastthree years, as well as a percentage of enrollment. Suspensions areexpressed in terms of total infractions, not number of students suspended,as some students may have been suspended on multiple occasions.Expulsions occur only when required by law or when all other alternativesare exhausted.Suspensions & ion RateDistrictExpulsionsExpulsion RateClass Size DistributionClassrooms Containing:11121311121321-32Students1133 3133-56-177-3544-66Academic Coach22Academic InterventionSpecialist22Career Counselor11Librarian11Library MediaTechnician11Nurse11Nurse/Health Aide11Psychologist11Technology Technician11Staff DevelopmentStaff members build teaching skills and concepts by participatingin trainings and workshops throughout the year, then sharing theirexperiences and knowledge with colleagues. The district dedicated threedays to staff development annually for the past three years. Topics forstaff development during the 2013-14 school year will included commoncore standards, 21st century skills, developing common core lessons andperformance tasks, assessing student progress, safe school ambassadors,and building positive relationships with students.By Subject AreaEnglishAB 1802 CounselorParents can become involved through membership in the School SiteCouncil (SSC), English Language Acquisition Committee (ELAC), ParentEmpowerment Program (PEP), Parenting Partners Program, and throughour ongoing trainings and workshops. Specific interest groups such ansthe Stallion Athletic Boosters, Stallion Band Boosters, Ag boosters alsoassist with fundraising and student support. Parents are also encouragedto attend Back to School Night, Open House, 8th Grade Orientation Night,and award ceremonies. Parents receive information through progressreports, counselor/administrator contact, and the MSHS EdConnect phonemessaging system. The school also hosts numerous athletic and extracurricular activities and performances throughout the year.The chart shows the average class size by grade level, as well as thenumber of classes offered in reference to their enrollment.1-20StudentsFull TimeEquivalentParent InvolvementClass SizeAverageClass SizeNumber ofStaffTeacher AssignmentEnrollment By GradeMadera Unified School District recruits and employs only the most qualifiedcredentialed teachers.This chart illustrates the enrollment trend by grade level for the past threeschool years.Teacher Credential StatusEnrollment Trend by Grade 811th61665456812th524567597Madera South HighSchoolFully 103Without Full Credentials2100Working Outside Subject011812Published: December 2013
Advanced Placement Classes (School Year2011-12)Teacher misassignments reflect the number of placements within a schoolfor which the certificated employee in the teaching or services position(including positions that involve teaching English Learners) does not holda legally recognized certificate or credential. Note: “Misassignments” refersto the number of positions filled by teachers who lack legal authorization toteach that grade level, subject area, student group, etc.Madera South High encourages students to continue their education pasthigh school. Madera South High offers Advanced Placement (AP) coursesfor those students seeking to qualify for college credit. Juniors and seniorsachieving a score of three, four, or five on the final AP exams qualify forcollege credit at most of the nation’s colleges. During the 2011-12, 149students participated in taking the exams. Of the 149 students, 46 studentsscored a “3” or better.Teacher vacancies reflect the number of positions to which a singledesignated certificated employee has not been assigned at the beginningof the year for an entire ignments of Teachers of English Learners220Misassignments of Teachers (other)1380Total Misassignments of Teachers15100Vacant Teacher Positions001Advanced Placement Classes# of CoursesHighly Qualified Teachers (School Year2012-13)The Federal No Child Left Behind Act requires that all teachers in coresubject areas meet certain requirements in order to be considered as“Highly Qualified” no later than the end of the 2006-07 school year.Minimum qualifications include: Possession of a Bachelor’s Degree,Possession of an appropriate California teaching credential, Demonstratedcompetence in core academic subjects. For more information, see theCDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.English3Foreign Language5Mathematics5Science4Social Science4Totals21Percent ofStudents in APCourses3%Career Technical Education (CTE) Programs(School Year 2012-13)Madera South High career planning program prepares students tosucceed in real-world contexts through the development of conceptualthinking, effective communication, and the ability to apply knowledge andskills learned in the classroom. Instructors at Madera South High havedirected efforts toward establishing school-to-work structures within eachcurricular area for all students, including those with special needs. CurrentCTE programs include: Food Services, Ag. Mechanics, Ag. Science, FloralDesign/Retail, Animal Science, Veterinary Science, Horticulture, ComputerApplications, Graphics & Design, Microsoft Office Specialist, ContemporaryLiving Skills, Exploring Childhood, Public Safety, Restaurant Management,Video Communications, Performing Arts, Digital Imagery, Intro to HealthSciences. We also offer the following ROP classes: Nursing, MedicalCareers, Video Production, Diesel Engines, Ag Mechanics, PerformingArts, Sports Medicine, and Careers in Education.Note: High-poverty schools have student eligibility of approximately 40percent or more in the free and reduced price meals program. Low-povertyschools have student eligibility of approximately 25 percent or less.NCLB Compliant Teachers% of CoreAcademicCoursesTaughtBy NCLBCompliantTeachers% of CoreAcademicCoursesTaught 97.0%3.0%Career Technical Education ParticipationHigh-Poverty Schools in District97.0%3.0%Low-Poverty Schools in DistrictN/AN/AThis table displays information about participation in the school’s CareerTechnical Education (CTE) programs.Enrollment & Program Completion in Career/Technical Education (CTE) Programs (CarlPerkins Vocational and Technical Education Act)Physical Fitness (School Year 2012-13)In the spring of each year, the district is required by the state to administera physical fitness test to all fifth, seventh and ninth grade students. Thephysical fitness test measures each student’s ability to perform fitnesstasks in six major areas: Aerobic Capacity, Body Composition, AbdominalStrength, Trunk Extension Strength, Upper Body Strength, and Flexibility.Students who either meet or exceed the standards in all six fitness areasare considered to be physically fit or in the “healthy fitness zone” (HFZ).Percentage of Students in Healthy Fitness Zone2012-13Grade LevelFour of SixStandardsFive of SixStandardsSix of SixStandards920.7%21.4%18.8%How many of the school’s pupilsparticipate in CTE?1,200What percent of the school’s pupilscomplete a CTE program and earn ahigh school diploma?25.0%What percent of the school’s CTEcourses are sequenced or articulatedbetween the school and institutions ofpost secondary education?3.0%Standardized Testing and Reporting (STAR)Program*Scores are not disclosed when fewer than 10 students are testedin a grade level and/or subgroup.Madera South HighResponseQuestionThe Standardized Testing and Reporting (STAR) Program consistsof several key components, including the California Standards Test(CST), California Modified Assessment (CMA) and California AlternatePerformance Assessment (CAPA). CST description and scores arereported in detail within the SARC.3Published: December 2013
The CMA is an alternate assessment based on modified achievement standards in English/language arts (ELA) for grades three through eleven;mathematics for grades three through seven, Algebra I and Geometry; and science in grades five and eight, Life Science in grade ten. This test isdesigned to assess students whose disabilities preclude them from achieving grade level proficiency of the California content standards with or withoutaccommodations. CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTswith accommodations or modifications or the CMA with accommodations. Assessment covers ELA and mathematics in grades two through eleven, andscience for grades five, eight, and ten.California Standards TestThe California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performancein relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meetsstandards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, andCalifornia Standards Test (CST)science, for the most recent three-year period.SubjectSchoolDistrictStateThe second table displays the percent of students,by group, achieving at the Proficient or Advancedlevel (meeting or exceeding the state standards)for the most recent testing period.For detailed information regarding the STARProgram results for each grade and performancelevel, including the percent of students not tested,see the CDE STAR Results Web site at 12012English/Language 5050Science413945444246576059History/Social Science354142394242484949*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.California Standards Test ol3584542African American/Black2563133****American IndianAsian****Filipino****3484440Hispanic or Latino****WhitePacific nomicallyDisadvantaged3384440English Learners6685Students withDisabilities14155813Migrant Education2463628****Two or MoreRaces*Scores are not disclosed when fewer than 10 students are tested in a grade leveland/or subgroup.Federal Intervention Program (School Year2013-14)Federal Intervention ProgramsSchools and districts receiving Federal Title I funding enter Program Improvement(PI) if they do not make AYP for two consecutive years in the same contentarea (English/language arts or mathematics) or on the same indicator (API orgraduation rate). After entering PI, schools and districts advance to the next levelof intervention with each additional year that they do not make AYP. For detailedinformation about PI identification, see the CDE PI Status Determinations Webpage: era South High4Program Improvement (PI) StatusFirst Year in PIYear in PI (2013-14)SchoolDistrictIn PIIn PI2008-20092004-2005Year 5Year 3# of Schools Currently in PI-24% of Schools Identified for PI-96.0%Published: December 2013
Academic Performance IndexAPI School ResultsThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annuallymeasures the academic performance and progress of individual schools in California. The statehas set 800 as the API score that schools should strive to achieve.Statewide Rank: Schools receiving an API Base score are ranked in ten categories from 1(lowest) to 10 (highest), according to type of school (elementary, middle, or high school).Similar Schools Rank: Schools also receive a ranking that compares that school to 100 otherschools with similar demographic characteristics. Each set of 100 schools is ranked by API scorefrom 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similarschools.The first table displays the school’s statewide and similar schools’ API ranks and API pointchanges by student group. The second table displays, by student group, the Growth API at theschool, district, and state level.2013 Growth API eNumberofStudentsGrowthScoreAll Students at the School1,87370413,9477364,655,989790Black or African 278531,67369412,3347242,774,640743English Learners8616317,1096911,482,316721Students with omicallyDisadvantaged201233Similar SchoolsGroup78610-1111-1212-13All Students at the SchoolActual API Change2811-212-6144Hispanic or LatinoActual API Change35WhiteActual API Change-29Actual API ChangeGrowthScoreHispanic or Latino20112Socioeconomically de3412-115-25English LearnersActual API Change42Students with DisabilitiesActual API Change-26-526Adequate Yearly Progress (AYP) (School Year 2012-13)No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). Itmandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or havelimited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts (ELA) by 2014.Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districtsmeet the following Adequate Yearly Progress (AYP) requirements:Adequate Yearly Progress (AYP) Participation rate on the state’s standards-based assessmentsin ELA and mathematics.SchoolDistrict Percent proficient on the state’s standards-based assessmentsMadeAYPOverallNoNoin ELA and mathematics. API as an additional indicator.English English Graduation rate (for secondary schools).Met AYP ArtsThere are several consequences for schools that do not meet theParticipation RateYesYesYesYesAYP standards, including additional tutoring and replacing of staff.Students would also be allowed to transfer to schools (within theirPercent ProficientNoNoNoNodistrict) that have met their AYP, and the former school would beAPISchoolResultsNoNorequired to provide the transportation to the new site. Results ofschool and district performance are displayed in the table.Graduation RateYesYesAdmission Requirements for California’s Public UniversitiesUniversity of CaliforniaAdmission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth ofthe state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible foradmission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For generaladmissions requirements, please visit the UC Admissions Information Web page at California State UniversityEligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores Graduation from high schoolSome campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of studentswho apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admissionguarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. Foradmission, application, and fee information see the CSU Web page at Madera South High5Published: December 2013
California High School Exit Exam (CAHSEE)The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determineAdequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language/arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Thescore a student must achieve to be considered Proficient is different than the passing score for the graduation requirement.The first table displays the percent of studentsachieving at the Proficient or Advanced level forthe past three years. The second table displaysthe percent of students, by group, achieving ateach performance level in English language/artsand math separately for the most recent testingperiod.CAHSEE By Subject for All Grade Ten 14456444857Mathematics404556434658464660CAHSEE By Student Group for All Grade Ten StudentsEnglishNotProficientProficientAll StudentsDistrict52All 89Female51212853389African American6421071290Hispanic or Latino58241956359White352342335810English 1856360Students withDisabilities100008900Completion of High School Graduation RequirementsCompletion of High School GraduationRequirements - Class of 2012Beginning with the graduating class of 2006, students in California publicschools must pass both the English-language arts and mathematics portionsof the California High School Exit Examination (CAHSEE) to receive a highschool diploma. For students who began the 2011-12 school year in the 12thgrade, the table displays by student group the number who met all state andlocal graduation requirements for grade 12 completion, including havingpassed both portions of the CAHSEE or received a local waiver or stateexemption. Detailed information about the CAHSEE can be found at the CDEWeb site at http://www.cde.ca.gov/ta/tg/hs/. Note: “*” means that the studentgroup is not numerically significant.Contact InformationParents or community members who wish to participate in leadership teams,school committees, school activities, or become a volunteer may contact theschool office at 675-4450.SchoolDistrictStateAll Students5021,044418,598African American/Black152928,078American 93,516Hispanic or LatinoPacific Islander122,585White53145127,801English 4310131,683Students with Disabilities424821217,915UC/CSU Course CompletionStudents at Madera South High are encouraged to take University of California/California State University (UC/CSU) preparatory courses if they plan to attend afour-year university. All students must pass each course with a grade no lower thana ‘C’.Science Lab EquipmentThe school stocks an adequate supply of equipment for its students. Inventoryincludes, but is not limited to: microscopes, slides, ring stands, clamps, support rings,utility clamps, test tubes, test tube holders and brushes, tongs, flasks, beakers, andBunsen burners. For more information, please call the school office.Madera South High6UC/CSU Course EnrollmentPercentageStudent Enrolled in CoursesRequired for UC/CSUAdmission (2012-13)65.4%Graduates Who CompletedAll Courses Required for UC/CSU Admission (2011-12)19.3%* Duplicated Count (one student can be enrolled in severalcourses).Published: December 2013
Instructional Materials (School Year2013-14)Madera Unified held a public hearing on September 24,2013, and determined that each school within the districthad sufficient and good quality textbooks, instructionalmaterials, or science lab equipment pursuant to thesettlement of Williams vs. the State of California. Allstudents, including English learners, are given their ownindividual standards-aligned textbooks or instructionalmaterials, or both, in core subjects for use in the classroomand to take home. Textbooks and supplementarymaterials are adopted according to a cycle developedby the California Department of Education, making thetextbooks used in the school the most current available.Materials approved for use by the state are reviewed byall teachers and a recommendation is made to the SchoolBoard by a selection committee composed of teachers andadministrators. All recommended materials are available forparent examination at the district office prior to adoption.The table displays information collected in August, 2013about the quality, currency, and availability of the standardsaligned textbooks and other instructional materials used atthe school.Data SourcesData within the SARC was provided by Madera UnifiedSchool District, retrieved from the 2012-13 SARC template,located on Dataquest (http://data1.cde.ca.gov/dataquest),and/or Ed-Data website. Dataquest is a search engine,maintained by the California Department of Education(CDE), which allows the public to search for facts andfigures pertaining to schools and districts throughout thestate. Among the data available, parents and communitymay find information about school performance, testscores, student demographics, staffing, and studentmisconduct/intervention. Ed-Data is a partnership of theCDE, EdSource, and the Fiscal Crisis and ManagementAssistance Team (FCMAT) that provides extensivefinancial, demographic, and performance information aboutCalifornia’s public kindergarten through grade twelve schooldistricts and schools.District-Adopted fficient% Lacking9th-12thAlgebra IHolt, Rinehart& Winston2008Yes0.0%9th-12thAlgebra IIMcDougalLittell2009Yes0.0%9th-12thEarth SciencePrentice Hall2011Yes0.0%9th-12thEconomicsPrentice Hall2007Yes0.0%9th-12thELD ReadingNationalGeographic& HamptonBrown2010Yes0.0%9th-10thEnglish/Language ArtsHolt, Rinehart& Winston2006Yes0.0%11thEnglish/Language ArtsHolt, Rinehart& Winston2007Yes0.0%12thEnglish/Language ArtsHolt, Rinehart& 005Yes0.0%9th-12thLife ciencePrentice Hall2007Yes0.0%9th-12thUnited StatesGovernmentGlencoe/McGraw Hill2008Yes0.0%9th-12thUnited ld HistoryMcDougalLittell2004Yes0.0%For a complete list, visit 430110965Textbooks 1.pdfAdditional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located in the City of Madera, whichcontain numerous computer workstations.School Facility ConditionsSchool FacilitiesMadera South High was constructed in two phases. Phase 1was completed in 1992 and phase 2 which allowed MSHS toopen as it’s own comprehensive high school was completedin 2006. Madera South High School and is comprised of 103classrooms, three large shop classes, two gyms, a weightroom, two locker rooms, one multipurpose room/cafeteria,one library, and five computer labs.Date of Last Inspection: 08/09/2013Overall Summary of School Facility Conditions: ExemplaryItems InspectedFacility ComponentSystem StatusGoodSystems (Gas Leaks, Mech/HVAC, Sewer)XCleaning ProcessInteriorXThe principal works daily with the custodial staff of 10 (8 fulltime and 2 part-time) to ensure that the cleaning of the schoolis maintained to provide for a clean and safe school. Thedistrict governing board has adopted cleaning standards forall schools in the district. A summary of these standards areavailable at the district office for review.Cleanliness (OverallCleanliness, ainsXSafety (Fire Safety,Hazardous Materials)XStructural (StructuralDamage, Roofs)XExternal (Grounds, Windows,Doors, Gates, Fences)XMaintenance and RepairDistrict maintenance staff ensures that the repairs necessaryto keep the school in good repair and work orders arecompleted in a timely manner.Madera South High7FairDeficiency & RemedialActions Taken or PlannedPoorPublished: December 2013
School Site Teacher Salaries (Fiscal Year2011-12)A work order process is used to ensure efficient service and highestpriority is given to emergency repairs. While reviewing this report, pleasenote that even minor discrepancies are reported in the inspection process.The items noted in the table have been corrected or are in the process ofremediation.The table illustrates the average teacher salary at the school and comparesit to the average teacher salary at the district and state (based on 2012-13financial statements).Deferred Maintenance BudgetAverage Teach
on a traditional schedule/year-round calendar. Madera South High School Sandon Schwartz Principal sandonschwartz@ maderausd.org 2012-2013 School Accountability Report Card School Address: 755 West Pecan Avenue Madera, CA 93637 (559) 675-4450 Edward Gonzalez Superintendent edwardgonzalez@ maderausd.org 1902 Howard Road Madera, CA 93637-5123 (559 .
